Transcript
Page 1: GROVE PRIMARY SCHOOL INSPECTION REPORTjis.gov.jm/estp/docs/Financial Inspection Reports/Region 1/Grove... · GROVE PRIMARY SCHOOL INSPECTION REPORT Principal: Mrs. Suzette South Board

GROVE PRIMARY SCHOOL

INSPECTION REPORT

Principal: Mrs. Suzette South Board Chair: Fr. Franklyn Andrae Jackson

Report Issued: January 23, 2012

National Education Inspectorate

Inspection Date: October 11-12, 2011

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TABLE OF CONTENTS

Page Introduction ................................................................................................................ 1

Key Questions ............................................................................................................ 1

The Five-point Scale .................................................................................................. 2

Consistency in terminology ........................................................................................ 2

Profile ......................................................................................................................... 3

School‟s Demographics ................................................................................... 3

Socio-economic Context .................................................................................. 3

Executive Summary ................................................................................................... 4

Overall effectiveness of the school .................................................................. 4

Findings of School Inspection .................................................................................... 6

1) School Leadership and Management .......................................................... 6

2) Teaching Support for Learning .................................................................... 7

3) Students‟ Academic Performance ............................................................... 9

4) Students‟ Academic Progress ................................................................... 10

5) Students‟ Personal and Social Development............................................. 11

6) Use of Human and Material Resources .................................................... 12

7) Curriculum and Enhancement Programmes.............................................. 14

8) Student Safety, Security, Health and Wellbeing ........................................ 15

RECOMMENDATIONS ............................................................................................ 17

Further Action ........................................................................................................... 17

List of Abbreviations and Acronyms ......................................................................... 18

Appendices .............................................................................................................. 19

Appendix 1 - Record of Inspection Activities ................................................. 20

Appendix 2 - Inspection Indicators ................................................................. 21

Appendix 3 - National Test Data .................................................................... 40

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Introduction The National Education Inspectorate (NEI) is responsible for making an assessment of the standards attained by the students in our primary and secondary schools at key points during their education. It is the aim of the NEI to report on how well students perform or improve, as they progress through their schooling and learning life. The NEI is also charged with the responsibility to make recommendations to support improvement in the quality of the provision and outcomes for all learners. During school inspections, our trained inspectors observe classroom lessons, interview members of the school‟s staff, students individually and in small groups. Inspectors also look at samples of student work and study various school documents provided before and during the inspection. Additionally, School Inspectors hold meetings with the principal and senior members of the staff to get clarity on their roles and responsibilities at the school. Please see the Inspection Indicators (Appendix 2) used by School Inspectors to assist in forming judgements about a school‟s progress.

Key Questions The inspection indicators are structured as a set of eight key questions that inspectors ask about the educational provision and performance of every school. These are:

1. How effectively is the school led and managed by the Board, the principal and senior management team and middle leadership?

2. How effectively does the teaching support the students´ learning?

3. How well do students perform in national and/or regional tests and assessments? (For infants: in relation to age-related expectations)

4. How much progress do students make in relation to their starting points?

5. How good is the students´ personal and social development?

6. How effectively does the school use the human and material resources at its disposal

to help the students achieve as well as they can?

7. How well do the curriculum and any enhancement programmes meet the needs of

the students?

8. How well does the school ensure everyone‟s security, health, safety and wellbeing?

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The Five-point Scale Inspectors make judgements according to a five-point scale. The five levels on the scale are defined as follows: Level 5 – Exceptionally high quality of performance or provision; Level 4 – Good: the expected level for every school. Achieving this level in all aspects

of its performance and provision should be a realistic goal for every school; Level 3 – Satisfactory: the minimum level of acceptability required. All key aspects of

performance and provision in every school should reach or exceed this level; Level 2 – Unsatisfactory: quality not yet at the level acceptable for schools. Schools

are expected to take urgent measures to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors‟ recommendations for improvement is mandatory;

Level 1 – Needs Immediate Support: quality is very low. Schools are expected to take

immediate action to improve the quality of any aspect of their performance or provision that is judged at this level. Action on the inspectors‟ recommendations for improvement is mandatory.

Consistency in terminology The following terms are used consistently throughout the indicators with the following definitions: All 100% Almost all 90% to 99% Most 75% to 89% Many 50% to 74% Some 21% to 49% Few 1% to 20% None 0

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Profile

School’s Demographics Locale: Rural Parish: St. Andrew

School Code: 02019 Gender: Co-educational

School Organization: Whole Day

Size: Class II Attendance Rate: 76%

Capacity: 175 Enrolment: 308

No. of Teachers: 14

Pupil-Teacher Ratio: 25:1 Owned by: Anglican Church

Socio-economic Context

Grove Primary School was founded by the Anglican Church in 1929. The school is perched on the banks of the Hope River in Gordon Town St. Andrew. Most parents are farmers, vendors, practical nurses and hair dressers while some are unemployed. Students who attend Grove Primary are from neighbouring communities such as Gordon Town, Irish Town, Industry Village, Papine, Mona Commons, Grove, August town and Kintyre. Approximately 84 students are enrolled in the Programme of Advancement Through Health and Education (PATH). The school also has a breakfast programme for needy students.

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Executive Summary

Overall effectiveness of the school

The overall effectiveness of Grove Primary School is unsatisfactory Leadership and management is satisfactory The Principal displays satisfactory leadership qualities and is accommodating yet firm when dealing with her staff. The School Improvement Plan (SIP) and development plan outline action strategies with performance indicators, start and finish time, personnel responsible and resources needed. The Board plays an active strategic and operational role in the running of the school. Teaching and learning is unsatisfactory Most teachers display good knowledge of the subjects they teach to the different grade levels, but do not generally use effective methods to impart the knowledge. Consequently, some students‟ learning is negatively impacted. Some teachers use a variety of strategies such as discussions, group activities and demonstrations throughout lessons. Others use culminating activities to determine students‟ grasp of lessons. However, this is not the practice of most teachers and this limited their knowledge of students‟ strengths and weaknesses. Nonetheless, some students are motivated to learn and eagerly participate in classes. Performance in English and mathematics is unsatisfactory Many students enter Grade 1 with readiness levels in Number Letter Knowlegde that are below the national average. Likewise, the school‟s performance in the Grade Four Literacy and Numeracy Tests and Grade Six Achievement Test (GSAT) remain below the national average. Progress in English and mathematics is unsatisfactory Students make the most progress at the Grade 4 level in both mathematics and English. Although some progress is seen during lessons, there has been a steady decline in students‟ progress in examination results. Overall, students’ personal and social development is satisfactory Most students are well behaved and are polite to visitors. They are usually early for school and their classes despite fluctuations in their attendance. They display civic pride and spiritual awareness. However, students are unaware of environmental and economic issues. The school’s use of its human and material resources is satisfactory The school has a qualified complement of teachers and support staff who are constantly upgrading themselves. Material resources are unsatisfactory but teachers do the best with what they have.

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Curriculum and enhancement programmes are satisfactory Some modification is done to the Ministry of Education‟s Revised Primary Curriculum, making the offerings more relevant to students. Students are mandated to participate in the activities of the well established clubs that form part of its enhancement initiatives. Provisions for safety, security, health and well-being are unsatisfactory The school is faced with potentially hazardous safety concerns. Despite this counter-measures are in place to ensure the safety and security of all stakeholders. There are good relations between staff and students and measures are in place to cater to the well-being of students.

Inspectors identified the following key strengths in the work of the school:

Good interpersonal relations among staff and students

Good performance in cultural competitions

An active Board that monitors activities and provides support

Respectful and polite students

How effective is the school overall?

The overall effectiveness of the school is unsatisfactory

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Findings of School Inspection

1) School Leadership and Management

How effectively is the school led and managed by the Board, the principal and senior management team and middle leadership?

Overall, the school is satisfactorily led and managed

School-based leadership and management is satisfactory The Acting Principal displays satisfactory strong leadership qualities and is accommodating, yet firm when dealing with her staff. She has a vision for the school and believes that her students should not only perform well in numeracy and literacy but should also acquire good understanding of the subjects. The school‟s senior management leads by example and regularly monitors the campus. For example, during the lunch and break periods the Principal and other staff walk and monitor students while they play. Instructional leadership is adequate at this point. The Principal often assists teachers who have difficulties delivering certain content; for example, in a lower school class, she was observed assisting with the teaching of a mathematics lesson. There is a fair amount of corporation between staff and management and teachers are often motivated with statements of praise. The Principal communicates through memos or face to face discussions and organizes workshops for her team. Documents are neatly kept and preserved. For example, the school still has enrolment records for students who attended in the early 1900‟s. However, records of staff meetings and meetings of the Parent Teacher Association (PTA) are not readily available. Self-evaluation and school improvement planning are satisfactory The school‟s self-evaluation and improvement plan show that the senior management is aware of the issues that affect the school, students and staff. For example, the self evaluation recognizes that there is a need for teachers to incorporate more practical activities in their lessons. Once per term, a team comprising parents, senior staff and board members discuss issues concerning school development and plans are made to address these issues. The school uses the Ministry of Education‟s performance instrument once per year to evaluate staff members; most of whom are deemed to be meeting expectations. The School Improvement Plan and development plan outline action strategies and includes performance indicators, start and finish time, responsible personnel and resources needed. Governance is satisfactory Although the Board at Grove Primary School is relatively new, it is active and members are accessible to address school related problems as they arise. The Board plays a strategic role in the school‟s life and provides operational support. For example, the Chairman got members of the school‟s mother church to form the “Friends of Grove Committee” which has adopted the school and which lends assistance. The Committee includes retirees from the education, security and medical professions who assist the school in guidance and counselling. The Board has also sought assistance from a well known radio personality who lives within the school‟s vicinity and actively tries to get church members involved in school

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activities. For example, the School‟s Annual Christmas Cantata was held at the host church. The Board is developing good knowledge and understanding of the school and is able to identify its strengths, weakness and threats. The Board holds the Principal accountable and plans to use the Ministry‟s assessment tools to assess the performance of senior management and staff. The Principal is also required to prepare a detailed report on the school and its expenses for presentation at Board meetings. The Board has also taken the decision for its members to visit the school from time to time to observe operations. Relationship with parents and local community is satisfactory The school uses circulars and telephone calls to advise parents of parent teacher consultations. Parents generally feel welcomed and some support school events and volunteer their time. For example, parents donate items during Heritage Day celebrations. The school convenes monthly PTA meetings, however, only some parents attend. The school also arranges parenting workshops to offer guidance in child rearing. The school has established links with some local agencies such as, the Church and wellness agencies. Also, the police pay regularly visit the school to give talks to students and the Optimist Club sends food and school supplies to the school once or twice per month.

How effectively is the school led and managed by the Board, the principal and senior management team?

Grades 1-6

School-based leadership and management Satisfactory

Self-evaluation and improvement planning Satisfactory

Governance Good

Relations with parents and community Satisfactory

2) Teaching Support for Learning

How effectively does the teaching support the students’ learning? Overall, teaching in support of learning is unsatisfactory

The teachers’ knowledge of the subjects they teach is satisfactory

Most Teachers have a satisfactory knowledge of their subject content. Real-life experiences or aspects of the students‟ surroundings are often used to reinforce lessons or generate discussions. For example a teacher used the mouth of a dog or an alligator to illustrate the meaning of the “greater than sign". However, there are some instances when mistakes made by students are not corrected. For example, a teacher accepted incorrect words as capital nouns. Some teachers review past lessons in order to determine whether additional teaching is necessary.

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Teaching methods are unsatisfactory Although most teachers have well written lesson plans that outline lesson objectives and student activities, some lesson plans do not show teacher‟s evaluation of lessons and some contain grammatical errors, despite being vetted by a supervisor. Some teachers are able to manage their time well but this is not always the case. For example, in an upper grade mathematics lesson, the teacher was unable to teach the intended lesson as it began 25 minutes late. All classrooms have a variety of teaching aids such as charts, reading corners and hand-outs, but there is limited use of text books during lessons. Technology is not widely used in lessons and when it is used it is ineffective. For example, an outdoor video presentation was not audible or visible to all students as they crowded around a laptop. There are some classes in which teachers give unclear instructions, resulting in students being unable to complete tasks. For example, students are given cards with no written or verbal instructions. Some teachers do not display subject, date or lesson topic on the board, and there are instances when the subject being taught is not the subject displayed on the board. A variety of teaching strategies such as discussions, group activities and demonstrations are utilized by only some of the teachers. For example, in a lower school class, the teacher allowed students to work individually and in groups to identify greater than sets. In some cases, teachers use strategies to challenge and cater to the needs of all students. These include giving slower students simpler work while students who finish ahead or time are given additional activities. Some teachers demonstrate good class control and move among students to ensure that they are working. Students’ assessment is unsatisfactory Some teachers use assessment throughout lessons as well as culminating activities to determine students‟ grasp of lessons. For example, in a Grade 4 language arts class, the teacher solicited individual responses from students in order to assess their learning as the lesson progressed. However, in some classes students shout answers in chorus until stopped by the teachers,. Students‟ self-correction is practised in a few classes where they are allowed to determine what they have gained from the lesson. They do this by checking their work to see if their answers are correct based on class discussions. In some cases, teachers mark students‟ workbooks, frequently giving corrective statements as well as stickers for motivation. For example, in a Grade 5 class, the teacher provided feedback to help students make improvements. However there is evidence that, little attention is paid to correction of errors. Student learning is satisfactory Some students are enthusiastic in their quest to participate in class activities. Many students are well behaved and work quietly during lessons. They enjoy getting correct answers and many eagerly showcase their marked books with smiley faces and stickers. There is good interaction and collaboration between students. For example, in both upper and lower school classes, students contribute actively in group activities. Some students display satisfactory inquiry and research skills. In the upper school classes many students are able to use their dictionaries to find terms and many are able to answer higher level questions.

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3) Students’ Academic Performance

How well do the students perform in national and/or regional tests and assessments?

Overall, students’ performance in national tests is unsatisfactory Students’ performance in English is unsatisfactory The students at Grove Primary performed below the national average in the Grade Four Literacy Test and GSAT language arts and communication tasks throughout the period 2008 to 2010. In 2008, 45 per cent os the students attained mastery, which was below the national and regional averages by 24 and 25 percentage points respectively. The following year, 2009 the school‟s mastery level declined by fourteen percentage points. In 2010, the mastery level (41%) increased by ten percentage points, but remained below both national and regional mastery levels. The female students out-performed the male students in all areas throughout the period. The Grade Four Literacy target set for each primary level school by the Ministry of Education is 100 percent mastery, which is to be achieved by 2015. Therefore, Grove Primary will need to increase its average by 20 per cent each year to meet the target. In GSAT language arts, students‟ performance ranged from 11 to 13 percentage points below the national average for the period 2008 to 2010. Students’ performance in mathematics is unsatisfactory

Mastery levels in the Grade Four Numeracy Test were also significantly below the national and regional levels over the period (2009-2010). In 2009, the school‟s mastery level (22%) was significantly below the national (42%) and regional (45%) by 20 and 23 percentage points. The participation rate for test was 88%. In 2010, the school‟s mastery level (21%) declined. The Grade Four Numeracy target set for each primary level school by the Ministry of Education is 85 per cent mastery, which is to be achieved by 2015. Grove Primary will need to increase mastery by 33 per cent each year to meet the target. In the performance of different groups (male, female, age cohorts,) girls out-performed boys in all subjects throughout the period.

How effectively does the teaching support the students´ learning?

Grades 1-6

Teachers´ subject knowledge and how best to teach the subject

Satisfactory

Teaching methods Unsatisfactory

Assessment Unsatisfactory

Students´ learning Satisfactory

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In GSAT mathematics, students performed 12 to 15 percentage points below the national average for the period 2008 to 2010.

4) Students’ Academic Progress

How much progress do the students make in relation to their starting points?

Overall, students make unsatisfactory progress in relation to their starting points Students’ progress in English is unsatisfactory

There is a steady decline in the literacy level across grades. There was also fluctuation in the percentage of students mastering the Grade Four Literacy Test and the overall performances in the GSAT. Most of the students who entered the school in 2005 had low readiness levels in Number Letter knowledge. Similarly most of them failed to be certified literate at the end of Grade 4. Many students in both upper and lower school are reading below their grade level. During lessons, some students show some minimal progress. For example, in Grade 1 some students are able to identify letters. The most progress is seen at Grade 4 where some students are able to answer questions from a story based on their own experiences. Progress is low at Grade 6, as some students are not performing at the appropriate level. For example, at Grade 6, the teacher uses lower school, Reader Rabbit cartoons to assist some of the students to identify vowel sounds.

Students’ progress in mathematics is unsatisfactory

Cumulative records indicate that many students in Grades 2 did not score as well as they did in Grade 1 but by Grade 3 they scored higher than they did at Grade 1, indicating fluctuations in performance in mathematics between Grades 1 and 3. Little progress is achieved during lessons. For example, in Grade 1, some students have difficulties understanding the concept of sets. While some of the students could say how many counters are in a set, they could not say how many sets there were. Similarly some students at the Grade 6 level are not able to explain decimals when asked by the teacher. Notwithstanding, many students in Grade 4 are able to determine Face Value from Place Value for up to three digits and in Grade 2, some students are able to use the „greater than‟ and „less than‟ signs

How well do the students perform in national and/or regional tests and assessments?

Grades 1-6

How well do the students perform in National or regional tests and examinations in English?e

Unsatisfactory

How well do the students perform in National or regional tests and examinations in mathematics?l

Unsatisfactory

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How much progress do the students make, in relation to their starting points?

Grades 1-6

How much progress do the students make in relationship to their starting points in English?e

Unsatisfactory

How much progress do the students make in relationship to their starting points in mathematics?

Unsatisfactory

5) Students’ Personal and Social Development

How good is the students’ personal and social development?

Overall students’ personal and social development is satisfactory The students’ behaviour and attitudes are satisfactory Most students are well behaved during lessons and around the compound. However, some students become noisy in some classes and during the lunch and break periods. Students are polite and pleasant as they move around the compound and walk in orderly lines to and from classes and when going to devotion. All students greet visitors pleasantly, they stand as visitors enter the classrooms and greet them with a resounding “Good morning visitors, May God bless you and have a tremendous day.” Some students show an eagerness to learn and work quietly and independently. In the lower school some students are not able to work without supervision. For example, in a Grade 2 class while the teacher was assisting other students some students walked about and played at the back of the class. Punctuality and attendance are satisfactory Students‟ attendance has improved over the previous term to 87 per cent attendance. During rainy periods attendance falls. Most students arrive at school early in order to participate in intervention programmes such as “Early Math” and “Early Reading”. Most students are punctual for lessons and respond promptly to the bell. However, school registers indicate that punctuality and attendance fluctuates as the school year progresses. The civic understanding and spiritual awareness of the students are satisfactory Most students, including those at the Grade 1 level, are able to recite the National Pledge on their own and sing the National Anthem, holding their right hand across their heart for the Pledge and standing at attention for the Anthem. They are proud to be Jamaicans and appreciate Jamaican culture especially the food and music. The school makes adequate provisions to cater to the spiritual needs of students by having regular devotions and on Tuesday mornings, devotions are held at the host church. Many students have a good spiritual understanding and participate lustily in singing at devotion and speaking about God readily. Many students also show kindness and consideration to each another.

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Students’ economic awareness is unsatisfactory Many students are not able to speak of the importance of industries or taxes to the country. However, some are aware of their potential to contribute to the country and state that they hope to become lawyers, doctors and entertainers so that they can contribute to the well-being of Jamaicans. The students’ knowledge and understanding of their environment is unsatisfactory The school has an active environmental club and some students are aware of global environmental matters such as pollution caused by motor vehicles. The walls of buildings including those in the toilets are also clean. In-spite-of this, students show little concern for their environment and the school compound is littered during lessons and after each break period as they discard food items, wrappers and boxes on the ground although bins are conveniently placed around the compound.

How good is the students´ personal and social development?

Grades 1-6

Students´ behavior and attitudes Satisfactory

Punctuality and attendance Satisfactory

Civic understanding and spiritual awareness

Satisfactory

Economic awareness and understanding Unsatisfactory

Environmental awareness and understanding

Unsatisfactory

6) Use of Human and Material Resources

How effectively does the school use the human and material resources at its disposal to help the students achieve as well as they can?

Overall, the use of human and material resources is satisfactory

The quality of human resources is satisfactory

The school has qualified teaching and support staff who are suitably equipped to perform their duties. There are 15 teachers on staff, with most having diplomas in teaching. Five have first degrees and one teacher has a certificate. However, the teachers are constantly upgrading themselves and some are currently pursuing bachelors or masters degrees. The School‟s caregiver who has training in first aid attends to minor accidents involving students and serves as substitute teacher when a teacher is absent. The support staff comprises a janitor, two cooks and a tuck shop attendant. There are three watchmen and two relief watchmen who operate on three shifts to provide 24 hour coverage. The staff is supported by the Principal and co-ordinators of the upper and lower grades. They also participate in training offered by the Ministry of Education.

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The use of human resources is satisfactory

Some teachers are appropriately deployed, for example, the two teachers trained in early childhood education are assigned to Grade 1, while the two teachers with degrees in secondary education are used as senior teachers and grade coordinators. Some teachers however are not adequately deployed. For example, the teacher with a certificate in physical education has been placed in the Grade 6 classroom. One teacher is on day release to further his studies and is absent for one and a half days each week. Other than the teacher who is on day-release, teachers attend school regularly. Some members of the teaching staff are consistently late for school. There are two cooks for the canteen and a server in the tuck shop. However they all have expired food handler‟s permits. A watchman serves as a crossing guard and stops vehicular traffic to allow students to cross the road to and from school. On Tuesdays when the school has devotion at the church across the road, teachers as well as the watchman stop traffic to allow lines of students to cross. The janitor effectively maintains the school compound.

The quality and quantity of material are unsatisfactory Most buildings are old and dilapidated and pose a potential threat. In some classrooms ceilings are low and the rooms are dark and hot, requiring the use of lights during classes. Large loose stones cause the campus terrain to be rough and hilly, with tracks leading from one building to another. The play area for the students is inadequate and unaccommodating. Stairs and some landings on the ground are without rails, which is dangerous. The perimeter fencing is incomplete and the gate is left open during school hours, an unsafe practice. Water drains from the hill behind the school down the walkway that connects the school to the foot-bridge and road, making parts of the walkway slippery. The front wall of the main building has murals and posters indicating National Heroes as well as motivational verses. All classrooms have an abundance of charts and mobiles as well as books and educational support materials such as counters in the lower grades. The use of material resources is satisfactory The staff and students at Grove Primary make the best of what they have. The available space on the school premises is utilized for play by the students and the area in front of the main buildings is sometimes used for devotions. Murals showing the National Heroes and gems encouraging sound values are on the front walls of the main buildings. Inside classrooms, there are many charts and mobiles displaying appropriate educational materials. Also available in classrooms are sets of books and jars containing counters. Although the school owns a computer and copier some teachers take their own equipment such as laptops, printers and CD players to school to be used in lessons and to print worksheets.

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How effectively does the school use the human and material resources at its disposal to help the students achieve as well as they can?

Grades 1-6

Human resources Satisfactory

Use of human resources Satisfactory

Material resources – quality and quantity Unsatisfactory

Use of material resources Satisfactory

7) Curriculum and Enhancement Programmes

How well do the curriculum and any enhancement programmes meet the needs of the students?

Overall, the provisions for curriculum and enhancement programmes are satisfactory Provisions for curriculum are satisfactory The curriculum provided by the Ministry of Education, the Revised Primary Curriculum is used with some modification. For example, the curriculum assigns the Doctor Bird Reader however, due to its unavailability students use Reggae Readers which has similar content. Some teachers use the curriculum to set measurable objectives for lesson plans. Teachers meet once per week for common planning time to plan lessons for the following week and to manage the pace of lessons at the grade level. For example, Grade 3 teachers meet together to ensure lessons are moving in the same direction. Teachers review curriculum often and use it as a guide for action plans. Some teachers make the curriculum relevant to their students by incorporating daily living. Enhancement programmes are satisfactory The school has nine active clubs including Brownies, K Kids, Speech, Wellness, Environment, Math and 4H. Clubs are timetabled for Fridays and all students are mandated to attend. The school has also instituted intervention programmes including “early reading”, “early math” and DEAR – Drop Everything and Read. Educational trips are planned once per year for lower school and frequently for Grades 5 and 6 students. However, field trips are not well supported due to parent‟s financial constraints. Many students participate successfully in local competitions such as the Louise Bennett and Jamaica Cultural Development (JCDC) competitions. The school is partnered with Global School, through which students correspond via letters with students from England and other countries and share school descriptions.

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How well do the curriculum and any enhancement programmes meet the needs of the students?

Grades 1-6

How well does the curriculum meet the needs of the students?

Satisfactory

How well do the enhancement programmes meet the needs of the students?

Satisfactory

8) Student Safety, Security, Health and Wellbeing

How well does the school ensure everyone’s safety, security, health and wellbeing?

Overall student safety, security, health and wellbeing is unsatisfactory Provisions for safety and security are unsatisfactory The school uses one of its watchmen, dressed in a brightly lit jacket to assist students to cross the road safely. On Tuesdays, students have to walk along the busy and winding main road to attend devotion at the church which is located away from the compound. Students travel in a line under the watchful eyes of their teachers. The school does not adhere to the Ministry‟s safety and security policy and visitors are not logged when they enter or leave the compound. However, the school has a rulebook which is signed and dated by parents upon the enrolment of their children. While accidents are rare, students often slide from an embankment at the back of the building which can be potentially hazardous. Students also have access to a heavily forested area at the rear of the school and this poses a potential threat to their safety. Theft is minimal, with only one recent instance where building materials were reported missing from the school. There are fences in the vicinity of the main building, however they provide inadequate protection. The terrain is very uneven and contains numerous stones and rocks. The only access to the school is via a bridge which has rails, but the spacing between the vertical supports is large enough for adult can go through. Nonetheless, teachers assist smaller students to cross the bridge safely. Provisions for students’ health and well-being are satisfactory The canteen staff distributes students‟ meals to their respective classrooms. The campus is kept clean by the janitor and so too are the bathrooms which have flushable toilets. Drums are provided to enable students to access water whenever there is a water shortage. Private companies periodically visit the school and offer pep talks and distribute packages that cater to their daily needs. A caregiver who is formally trained in first aid attends to minor mishaps that affect the students. Incidents beyond her capability are dealt with at the nearby clinic. Health and Family Life Education has been incorporated into the curriculum to assist students. There is a good rapport between teachers and students. Parents are summoned if student are absent or habitually late or if they are in breach of school rules. Based on the handbook,

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students can be suspended for fighting or injuring any member of the community. This though has not occurred in recent times.

How well does the school ensure everyone´s safety, security, health and wellbeing?

Grades 1- 6

Provisions for safety and security Unsatisfactory

Provision for health and wellbeing Satisfactory

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Recommendations

We recommend that the school takes the following actions to make further improvement:

1. The Principal supported by the Board should: a. Seek the assistance of the MoE to refurbish the dilapidated buildings and

furniture in many classrooms b. Ensure that classroom spaces are sufficiently enclosed to reduce disruptions

and distractions between classes c. Erect rails along raised landing along canteen and reinforce existing rails at

the school and on the bridge. d. Ensure that the MoE‟s safety and security policy is adhered to.

2. The Principal should:

a. Implement measures to hold teacher more accountable. b. Implement measures to review and monitor the curriculum c. Deploy teachers according to their strengths in order to maximize learning

opportunities.

3. SMT should: a. Facilitate capacity building workshops to strengthen the teaching of

mathematics and English b. Strategically monitor students‟ progress.

4. Teachers should:

a. Record evaluations of lessons and reflect on lessons for best practices b. Incorporate age appropriate economic and environmental issues and

practices in lessons to create student awareness c. Introduce regular evacuation drills

Further Action

The school has been asked to prepare an action plan indicating how it will address the recommendations of this report. The action plan will be sent to the National Education Inspectorate and the Regional Education Authority within two months of the school‟s receiving the written report. The next inspection will report on the progress made by the school.

Maureen Dwyer Chief Inspector of Education National Education Inspectorate

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List of Abbreviations and Acronyms

CAPE Caribbean Advanced Proficiency Examination CCSLC Caribbean Certificate of Secondary Level Competence CSEC Caribbean Secondary Education Certificate GNAT Grade Nine Achievement Test GSAT Grade Six Achievement Test HEART Human Employment and Resource Training ICT Information and Communication Technology IT Information Technology ISSA Inter Secondary Schools‟ Association JSAS Jamaica Schools Administration System JTA Jamaica Teachers Association MOE Ministry of Education NEI National Education Inspectorate PATH Programme of Advancement Through Health and Education PTA Parent Teacher Association SIP School Improvement Plan SJE Standard Jamaican English SMT School Management Team

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Appendices Appendix 1 - Record of Inspection Activities Appendix 2 - Inspection Indicators Appendix 3 - National Test Data

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Appendix 1 - Record of Inspection Activities

Evidence for this report was based on the following:

Total number of lessons or part lessons observed

32

English Maths Other

Number of lessons or part lessons observed

[Primary]

14 10 8

Number of lessons or part lessons observed

[Secondary, either grades 7 – 11 or 7 – 9 in an all-age school]

Number of scheduled interviews completed with members of staff, governing body and parents

6

Number of scheduled interviews completed with students

2

Parents Students Teachers

Number of questionnaires returned and analysed

85 174 -

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Appendix 2 - Inspection Indicators Inspection indicators serve a number of purposes:

They establish the vocabulary for a conversation with, and between, schools about the purposes of schooling and the key determinants of educational success

They provide schools with a picture of educational excellence to which they can

aspire

They provide schools with a clear understanding of levels of provision and performance that are considered unacceptable and must be improved

Schools can use the indicators to evaluate their own provision and performance, and

to help them to make improvements

The use of indicators ensures that inspectors concentrate on weighing evidence to make consistent judgements in all schools

The publication of indicators helps to make inspection a transparent process for

schools and the wider public.

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Inspection Indicators 1. How effectively is the school led and managed by the Board, the Principal and

SMT and middle leadership?

1.1 School-based leadership and management

Key features: Leadership qualities Vision, direction and guidance Culture and ethos Instructional leadership Impact on standards and progress Development of relationships with staff Accountability School information and document management system

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The school‟s leadership lacks drive and authority. There is widespread lack of confidence in the leadership among the staff. The leadership holds the staff accountable for their performance in a very limited way. Most students are under-achieving and make very little progress

Staff in leadership positions are insufficiently rigorous in focussing on improvement. The leadership holds the staff accountable in a limited way for their performance. Many students in one or more age groups do not make enough progress in their work and personal development.

The school has a strong sense of direction, which focuses on improving students’ achievements and wellbeing. The staff share a common purpose. The leadership consistently holds the staff accountable for their performance. Most students make satisfactory progress and all groups are supported well

Leadership is firm and decisive. The staff work well together, with clear lines of responsibility. The staff respond positively to initiatives. Staff accountability systems are rigorously applied. The needs of most students are well catered for and most students make good progress

Leadership is dynamic and often inspirational. A clear vision for the future directs and guides staff and students. The leadership holds the staff highly accountable for their performance. The school is successful with all groups of students, including those who do not respond well to school or have difficulties with learning

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1.2 Self-evaluation and improvement planning

Key features: Process and activities for school self-evaluation Monitoring and analysis of the school‟s performance, including views of parents and

students Process for staff appraisal and development Process for school improvement planning, implementation and monitoring

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Self-evaluation is poorly developed. There is almost no monitoring or evaluation of the school‟s provision and performance, including teaching and learning. As a result, the school has no clear agenda for improvement

Self-evaluation is inadequately developed, so managers do not have a realistic view of the school‟s strengths and weaknesses, including teaching and learning. Planning for improvement is not based on realistic priorities

The school’s priorities are based on sound analysis of its performance. The work of the school is monitored effectively, including the performance of staff and students, and appropriate actions are taken

Through effective self-evaluation, which takes into account the views of parents, managers know their school well. They use the outcomes of self-evaluation to plan and take action promptly to make necessary improvements. Staff appraisal procedures are effective.

Systematic and rigorous self-evaluation is embedded in the school‟s practice at all levels. Staff appraisal is rigorous and staff development is well-planned and highly effective. Strategic thinking is clear. Ambitious improvement planning results in the achievement of identified goals.

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1.3 Governance

Key features: Strategic and advisory role of the Board Operational support for the management of the school Accountability

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The Board has almost no influence on the work of the school. It does almost nothing to support the efficient and effective management of the school. The Board holds the school leadership accountable for its performance in a very limited way.

The Board has little influence on the work of the school. It does little to support the efficient and effective management of the school. The Board holds the school leadership accountable in a limited way for its performance.

The Board meets all its responsibilities. It gives clear support and advice to the school leadership. The Board consistently holds the school leadership accountable for their performance.

The Board has a positive influence on the work of the school. It plays a significant strategic and advisory role in leading the school’s development. . The school leadership is rigorously held to account for its performance.

The Board makes a significant contribution to the leadership of the school and its successes. It works most effectively in support of the school‟s educational leaders. The Board holds the school leadership highly accountable for its performance.

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1.4 Relations with parents and the local community

Key features: Communications with parents Parents‟ involvement in their children‟s learning and the life of the school Links with the local community and agencies

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Communications with parents are infrequent and of poor quality. Many parents know too little about the work their children are doing to be able to help them effectively. The school has very little to do with its local community. Opportunities are missed to enrich the curriculum through the use of community resources

The school gives parents insufficient information about their children‟s progress and wellbeing. Community involvement is limited and the school does not actively seek relationships with outside agencies to support the wellbeing and progress of students

Parents receive regular, detailed reports about their children’s progress. There are regular opportunities to talk to teachers and some parents are actively involved in school life.

The school works with outside agencies to enhance the wellbeing and progress of students

Methods for communicating between home and school are well established. Many parents are involved in school activities.

The school has productive links with the local community and uses them to enrich the curriculum and strengthen teaching and learning

The school has a strong educational partnership with parents, who are actively involved in many aspects of school life and play an important role in decision-making.

The school capitalises on the expertise and resources in the community to improve its performance and benefit students

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2. How effectively does the teaching support the students´ learning?

2.1 Teachers‟ knowledge of the subjects they teach and how best to teach them

Key features: Teachers‟ knowledge of their subjects Teachers‟ knowledge of how best to teach their subjects Teachers‟ understanding of how students learn best in their subjects Teacher reflect on their teaching

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Many teachers have insufficient knowledge of the subjects and the curriculum they teach. This seriously limits the progress that many students make and the standards they reach

Some teachers have insufficient knowledge of the subjects and the curriculum and of how to teach effectively. This results in ineffective and inaccurate teaching and incomplete curriculum coverage

Most teachers have a secure understanding of the subjects they teach. There is evidence that teachers reflect on the impact of their practice. Curriculum coverage is secure

All teachers have good subject knowledge and reflect regularly on the impact of their teaching. Coverage of curriculum is complete.

Teaching of a consistently high quality stems from the teachers‟ expert knowledge of their subjects and how to teach them. They reflect regularly and rigorously on the impact of their teaching

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2.2 Teaching methods

Key features: Quality and effectiveness of lesson planning Management of time Effective use of resources – textbooks, audio and visual materials, resource persons

and ICT Quality of teacher and student interactions including questions and dialogue Teaching strategies which challenge and cater to the needs of all students

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The teaching methods in many lessons are poorly matched to the needs of the students. Activities are often only loosely related to the achievement of learning objectives. Lessons are frequently dull and unchallenging for the students

Although their planning may be detailed, the methods the teachers use often take little account of what the students already know. The work they set frequently lacks challenge and lesson objectives are often unclear

Teachers plan their lessons well and teaching methods are effective. They manage time well and make the work interesting, with realistic levels of challenge. They make sure the students have the resources they need to complete tasks successfully

Lessons are well planned with teaching methods that are effective in securing intended outcomes. The needs of individual students are well catered for. Teachers challenge and extend the students‟ thinking, which helps them to make good progress and achieve high standards

The teaching methods are effective. Lessons are often imaginative and consistently stimulate and challenge the students to achieve as well as they can. Activities are chosen to match the needs of the students, to secure intended outcomes and to achieve excellent standards

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2.3 Assessment

Key features: Assessment as part of teaching and learning Assessment practices including policies, implementation and record keeping Student self-assessment Use of assessment information by teachers and students to inform teaching and

learning Quality of feedback by teachers, in lessons and in written work, to help students

identify and make improvements Teachers‟ knowledge of students‟ strengths and weaknesses

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

There is little, if any, systematic internal assessment of students‟ work. Teachers have very little detailed knowledge of students´ progress and achievements

Assessment is not well developed. Teachers do not have sufficient detailed knowledge of students’ progress and achievements

Assessment is used to track the achievements of students, to indicate what they have learned and to help them understand what they need to do next.

Consistent and effective assessment practices are in place for monitoring students‟ progress. Most staff use them to focus sharply on what students need to do to improve. Students are sometimes involved in evaluating their own work

A thorough programme of assessment and review, including students‟ evaluation of their work, is used consistently throughout the school. Teachers are highly effective in helping students to identify and make improvements in their work

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2.4 Student learning

Key features: Attitudes and motivation to learn Interactions and collaboration between students Application of learning to new situations and real life Inquiry and research skills Problem-solving skills

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students show little motivation to learn. They require constant supervision to stay on task

Many students find it difficult to work without supervision and too much of the teachers‟ time is spent managing students‟ behaviour

Most students use their time well in lessons. They can explain clearly what they have learned.

They can work constructively with others when required

Most students are keen to learn. Many can apply what they have learned to new situations and show initiative in solving problems. They are able to work well, both independently and as part of a team

Almost all students are highly motivated to learn. Almost all students understand how current learning relates to previous work. They can apply what they have learned to new situations. They frame their own questions and solve problems independently of the teachers, working well together in teams

3. How well do students perform in national and/or regional tests and assessments? (For infants: in relation to age-related expectations)

Key features: Performance in national and/or regional assessments Performance in comparison to similar schools

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The performance of most students is very low in comparison with those in similar schools

The performance of many students is low in comparison with those in similar schools

The students‟ performance is generally in line with those in similar schools

The performance of many students is good in relation to those in similar schools

The performance of most students is very high in relation to those in similar schools

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4. How much progress do students make in relation to their starting points?

Key features: Progress against starting points Progress over time Progress during lessons Appropriateness of levels achieved

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students are under-achieving and make almost no progress

Many students are under-achieving and progress is unsatisfactory

The achievement of most students is adequate and they make satisfactory progress

The progress of most students is good. Most students achieve well compared with their earlier attainment

Almost all students make excellent progress and achieve very well in relation to their earlier attainment

5. How good is the students´ personal and social development?

5.1 Students‟ behaviour and attitudes

Key features: Observed behaviour and attitudes in lessons and around the school compound Students‟ relationships with students and all school staff Social graces

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students show little self-discipline. They disobey school rules and disrupt many lessons. Many students display poor mannerism especially to adults and their peers.

The poor behaviour of some students disrupts some lessons and causes difficulties. Students often do not obey rules and regulations. Many students display poor mannerism especially to their peers.

Behaviour and relationships are generally good. Rules are respected. The school is orderly and safe. Many students are well mannered and display this to their peers and adults.

Good behaviour and relationships prevail throughout the school. Most students exercise self-control. Most students display mastery of the social graces all around.

Almost all students are self-disciplined, respond very well to adults and resolve difficulties in mature ways. Almost all students display excellent mastery of the social graces all around.

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5.2 Punctuality and Attendance Key features: Punctuality to school lessons Attendance to school

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students attend school and classes poorly and are unpunctual as well. Attendance overall is 69% and less.

Many students attend school and classes irregularly and are unpunctual as well. Attendance overall is 70 - 79%.

Many students attend school and classes regularly and are punctual as well. Attendance overall is 80 - 89%.

Most students attend school and classes regularly and are punctual as well. Attendance overall is 90 – 95 %.

Almost all students attend school and classes regularly and are punctual as well. Attendance overall is 96% and higher.

5.3 Students‟ civic understanding and spiritual awareness

Key features: Understanding of national identity and civic responsibility Spiritual understanding and awareness Appreciation of local and regional traditions and culture

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students have little or no understanding of national identity and/or spiritual awareness and little appreciation of local traditions and culture

Many students lack understanding of national identity and/or spiritual awareness. Many students lack appreciation of local traditions and culture.

Many students are developing an understanding of national identity, and an appreciation of local traditions and culture together with spiritual understanding

Most students understand the concept of national identity. They understand and appreciate local traditions and culture. They have a good spiritual understanding

Almost all students understand and appreciate the defining characteristics of Jamaican society, and the region‟s traditions and culture. They have a high level of spiritual understanding

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5.4 Students‟ economic awareness and understanding

Key features: Awareness and understanding of Jamaica‟s economic progress and importance both

regionally and globally Awareness of their potential contribution to Jamaica

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students are unaware of the importance of Jamaica‟s continued economic progress and of their potential to contribute to it. Most students have little or no understanding and awareness of economic issues.

Many students are unaware of the importance of Jamaica’s continued economic progress and of their potential to contribute to it.

Many students understand the importance of Jamaica‟s continued economic progress and that they will have a role in contributing to it.

Most students understand the importance of

Jamaica‟s continued economic progress and know that they can contribute to it.

Almost all students understand the importance of securing Jamaica‟s economic progress and are well equipped and willing to contribute to it.

5.5. Environmental awareness and understanding Key features: Knowledge and understanding of national and global environmental issues Concern and care for the environment

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most students have little or no awareness of national or global environmental issues and they show little concern for their immediate environment

Many students have little awareness of national or global environmental issues and make little effort to take care of their immediate environment

Many students are aware of national and global environmental issues and they take care of their immediate environment

Most students know that national and world resources need to be protected and used responsibly and they take care of their immediate environment

Almost all students understand the importance of securing a sustainable environment. They take care of their immediate environment and some are involved in related co-curricular activities

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6. How effectively does the school use the human and material resources at its disposal to help the students achieve as well as they can?

6.1. Human resources

Key features: Sufficiency of suitably qualified and knowledgeable teaching and support staff Effective deployment of staff

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The school is inadequately staffed to deliver its curriculum effectively. The quality of the education the students receive is seriously reduced in consequence

The school lacks, or fails to deploy, teaching and support staff with the knowledge and expertise required to deliver the curriculum in full

The school retains and deploys sufficient qualified staff to deliver the curriculum and achieve satisfactory standards

The school has the well qualified teaching and support staff it needs to deliver the curriculum and enable the students to achieve good standards

The school has a full complement of well qualified staff and deploys them to achieve the best standards possible for students

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6.2 Use of human resources Key features

Effective deployment of staff Attendance and punctuality to class and school Professional development

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Members of the academic staff are inefficiently deployed to enable the school to achieve satisfactory standards for students. Most teachers attend classes and school irregularly and are regularly late. Most teachers seldom engage in professional development opportunities

Many members of the academic staff are inefficiently deployed to enable the school to achieve satisfactory standards for students. Some teachers attend classes and school irregularly and are regularly late. Many teachers seldom engage in professional development opportunities.

Many members of the academic staff are efficiently deployed to enable the school to achieve satisfactory standards for students. Staff attendance to classes and school is regular and punctuality rate is fair. Teachers are adequately engaged in professional development opportunities.

Most members of the academic staff are efficiently deployed to enable the school to achieve good possible standards for students. Staff attendance and punctuality to school and classes are good. Teachers regularly engage in professional development opportunities.

Members of the academic staff are efficiently deployed to enable the school to achieve the best standards possible for students. Staff attendance and punctuality to school and classes are good. Teachers often engage in professional development opportunities.

6.3 Material resources – Quality and Quantity Key features: Appropriateness and quality of the school premises Appropriateness, quality and sufficiency of resources for teaching and learning

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Premises and resources are significantly below expected quality and quantity

There are significant deficiencies in premises and/or resources

Premises and resources are sufficient in quality and quantity

Premises and resources are of good quality and sufficiency

Premises and resources are plentiful and of high quality

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6.4 Use of material resources

Key features: Effective use of school premises Effective organisation and use of available resources for teaching and learning

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

The staff make poor use of the available premises and/or resources

Deficiencies in premises and/or resources restrict some aspects of the students‟ academic achievement and personal development

Premises and resources are maintained and organised to satisfactorily support teaching and learning

Premises and resources are well maintained, and well organised. Staff and students have easy access to resources and make good use of them

The school is creative in its use of premises and resources and makes exceptionally good use of the available resources to achieve high standards

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7. How well do the curriculum and any enhancement programmes meet the needs of the students?

7.1 Relevance Key features:

Adaptation and modification of curriculum Review and planning Continuity progression and coverage Relevance to all students

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

There is almost no adaptation or modification of the curriculum or curriculum guides. Most teachers do not adapt or enrich the curriculum to meet the students´ needs

There is discontinuity in the modified or adapted curriculum in some subjects from year to year. There are significant gaps in content. Additional support for students is minimal

The curriculum is modified or adapted and regularly reviewed to make learning worthwhile. There are few significant gaps in content. Some additional support is provided for students who need it

The curriculum is well balanced, and reviewed and updated regularly to maintain its relevance to all students. There are no significant gaps in content. Additional support is provided for most students who need it

There is imaginative modification and/or adaptation of curriculum. The curriculum is broad, balanced and regularly evaluated to ensure that it meets changing needs and maintains the students‟ interest. There is extensive additional support for all students who need it

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7.2 Enhancement Programmes Key features:

Cross-curricular links and extra-curricular activities Links with the local environment and community

Short descriptions to illustrate the five-point scale

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Links between subject areas is basically lacking and do not allow students to make connections. Opportunities for students to participate in extra-curricular activities are limited and little effort made to integrate the community in the development of the curriculum.

Attempts to create links between the subject areas are inadequate to make meaningful connections. Some opportunities exist for extra-curricular activities and there is some community impact on the curriculum.

Links between the many subject areas are adequate and many students are able to make connection between subjects. Many Students have opportunities to participate in a variety of extra-curricular activities and the community is used to enhance the curriculum.

Links between the most subject areas are adequate and most students are able to make connection between subjects. Most students have opportunities to participate in a variety of extra-curricular activities and the community is used to enhance the delivery of the curriculum.

Links between the subject areas are adequate and students are able to make connection between subjects. Students have opportunities to participate in a variety of extra-curricular activities and the community is well used to enhance the delivery of the curriculum.

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8. How well does the school ensure everyone’s safety, security, health and

wellbeing?

8.1 Safety and security

Key features: Policies and procedures to ensure the safety and security of all members of the

school community Quality of monitoring and maintenance

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Policies for safety and security are non-existent or ignored. There are almost no safety and security checks. Many parts of the buildings and equipment are unsafe and poorly maintained

Policies for safety and security are poorly implemented.

Safety and security checks are irregular and not rigorous. Some parts of the buildings or equipment are unsafe.

Policies and procedures are implemented and accidents are rare. Requirements for maintaining the safety and security of students are met. Buildings and equipment are safe and securely maintained in sound repair

Regular and thorough checks are made and acted upon to ensure that a safe and secure environment is maintained. Buildings and equipment are kept in a good state of repair

The school provides an exceptionally safe and secure environment for students and staff. Buildings and equipment are regularly maintained in excellent condition

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8.2 Health and wellbeing

Key features: Policies governing health Staff relationship with students Staff management of behavioural issues Staff support of , and advice to students Guidance and counselling arrangements Tracking of students‟ wellbeing Management of student attendance and punctuality Arrangements for suspension and exclusion of students – number of students out of

school due to suspension and exclusion Number of school drop-outs

Short descriptions to illustrate the five-point scale:

Level 1

Needs Immediate Support

Level 2

Unsatisfactory

Level 3

Satisfactory

Level 4

Good

Level 5

Exceptionally high

Most members of staff have poor relationships with most students. Guidance and Counselling arrangements are poor and the school is ineffective in responding to students´ needs. Arrangements for the suspension and exclusion of students are poorly handled

Many parts of the buildings are unhygienic and students‟ nutritional needs are not addressed.

Most members of staff are slow to diagnose and respond to students‟ needs. Guidance and Counselling arrangements are weak or are not applied consistently. Arrangements for the suspension and exclusion of students are unsatisfactory

Some parts of the buildings are unhygienic and provisions for students‟ nutritional needs are inadequate.

Most members of staff know students well. They show them respect and respond promptly to their personal needs. Students know they can trust and confide in staff. Arrangements for the suspension and exclusion of students are satisfactory.

Most buildings are hygienic and provisions in place to satisfy nutritional needs.

Students‟ personal wellbeing is a high priority for staff. There are systems for tracking students‟ personal welfare and for supporting individuals and groups. Arrangements for the suspension and exclusion of students are well-handled.

Buildings are hygienic and good provisions in place to satisfy students‟ nutritional needs

and other health concerns

Staff has very good relationships with all students. There are well developed systems for tracking students´ personal welfare and for supporting individuals or groups. Staff consistently provides well-judged advice and guidance. Arrangements for the suspension and exclusion of students are exceptionally well-handled.

Buildings are hygienic and a health policy provision in place to satisfy nutritional needs and other health needs

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Appendix 3 - National Test Data

Starting Point

Graph 1: Student Performance in Grade One Readiness Inventory for 2005

Table 1: Student Performance in Grade One Readiness Inventory for 2005

Grove Primary 2005 (Cohort data)

Assessment Candidates 2005 Averages

Grade One Readiness

Enrolled Registered Sitting National School

80 N/A 126 66 68

The average overall mastery for Grove Primary in 2005 (Cohort 1) was 68%. This was just two percentage points above the national average (66%). More students sat the exam than were enrolled at the school. The students performed above the national averages in all subject areas except for Number Letter Knowledge (35%) which had the lowest average.

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ATTAINMENT

Graph 2: Student Attainment in Grade Four Literacy 2008-2010

Table 2: Student Attainment in Grade Four Literacy 2008-2010

Grove Primary

2010

Assessment Candidates 2010 Averages

Grade Four Literacy

Enrolled Registered Sitting National Regional School

61 N/A 59 65 65 41

2009 (Cohort data)

Assessment Candidates 2009 Averages

Grade Four Literacy

Enrolled Registered Sitting National Regional School

74 N/A 65 67 69 31

2008

Assessment Candidates 2008 Averages

Grade Four Literacy

Enrolled Registered Sitting National Regional School

83 N/A 53 69 70 45

In 2008, the school attained an overall average of 45%, which was below the national and regional averages by twenty-four and twenty-five percentage points respectively. The school‟s average (31%) declined by fourteen percentage points the following year (2009 -cohort 1). This was thirty-six and thirty-eight points below the national and regional averages respectively. The participation rate was 88%. In 2010, the average (41%) increased by ten percentage points, but remained below both national and regional averages. The Grade Four Literacy target set for each primary level school by the Ministry of

Education is 100 per cent mastery, which is to be achieved by 2015. Therefore, Grove

Primary will need to increase their average by 20% each year to meet the target.

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ATTAINMENT

Graph 3: Student Attainment in Grade Four Numeracy 2009-2010

Table 3: Student Attainment in Grade Four Numeracy 2009-2010

Grove Primary

2010

Assessment Candidates 2010 Averages

Grade Four Numeracy

Enrolled Registered Sitting National Regional School

N/A N/A 58 38 38 21

2009 (Cohort data)

Assessment Candidates 2009 Averages

Grade Four Numeracy

Enrolled Registered Sitting National Regional School

74 N/A 65 42 45 22

In 2009 (cohort 1), the school‟s average (22%) was significantly below the national (42%) and regional (45%) averages by twenty and twenty-three percentage points correspondingly. The participation rate for test was 88%. In 2010, the school‟s average (21%) declined by one percentage point. The average remained below the national and regional scores. The Grade Four Numeracy target set for each primary level school by the Ministry of

Education is 85% mastery, which is to be achieved by 2015. Grove Primary will need to

increase their average by 32.7% each year to meet the target.

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ATTAINMENT

Graph 4a: Grade Six Achievement Test 2008 – 2010

Grove Primary‟s mathematics, language arts and communication tasks averages were below

the national average throughout the period. (See table in appendix).

Graph 4b: Grade Six Achievement Test by Gender 2008 – 2010

By Gender:

The gender achievement gap looks at the percentage point difference between male and

female students over the entire period (2008-2010). The gap was very narrow but widened

somewhat towards the end of the period for all three subjects. The female students out-

performed the male students in all subjects throughout the period. (See table in appendix).

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PROGRESS

Graph 6a: Tracking Cohort 1(2005 and 2009) Progress in Literacy and Numeracy

Cohort One (1) declined steadily from Grade One (entry level) to Grade Four in both literacy and numeracy. This is seen in the performance gap. Graph 6b: Tracking School’s Progress from 2008 – 2010

Grade Four Literacy declined between 2008 and 2009, and progressed between 2009 and 2010, while Numeracy remained relatively stable between 2009 and 2010. GSAT progressed slightly between 2008 and 2010. Overall, very little progress was made between 2008 and 2010.

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Sources

1. Grade One Learning Profile (2004-2005). Student Assessment Unit, Ministry of Education

2. Grade Four Literacy Test (2006-2008). Student Assessment Unit, Ministry of

Education

3. Grade Six Achievement Test (2008-2010). Student Assessment Unit, Ministry of Education

4. Jamaica Directory of Public Educational Institutions 2009-2010. Planning and

Development Division, Statistics Section, Ministry of Education

5. Jamaica School Profiles 2009-2010. Planning and Development Division, Statistics Section, Ministry of Education

6. Enrollment Data 2001-2010. Planning and Development Division, Statistics Section,

Ministry of Education

7. Educational Reform Performance Targets (Table 13), National Education Strategic Plan (March 28, 2011). National Oversight Committee, Education System Transformation Programme, Ministry of Education


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